My name is Jay Fogleman and I am an instructor for one section of EDC 102 as well as for EDC 430/1. Before joining the faculty at URI, I was a doctoral student for six years at the University of Michigan, where I was also a research assistant and instructor. My research is on ways to sustain reform efforts such as the use of high-quality curriculum materials in challenging educational settings such as large urban districts. I my grad school years working closely with teachers in the Detroit Public Schools, mostly helping district teachers plan and conduct professional development workshops.
Before going to Michigan for grad school, I taught a variety of science courses in public high schools in Maryland. Originally a physics teacher, I moved from teaching just physics to the more applied courses because I wanted to teach physical principles to more students than just the "college track." In physics and technology education classes, I found that my students learned by doing projects such as designing and constructing electric race cars motivated a wide range of students.
In addition to my work, I have a wife and three children. My son, Anders, is junior this year here at URI. My oldest daughter "SA" is at Williston-Northampton in Massachusetts, and my youngest daughter is a student at West Kingston Elementary here in Kingston. All of my kids are active and athletic, so I spend a lot time chasing after them or watching their events.
Jay Fogleman
Introduction
My name is Jay Fogleman and I am an instructor for one section of EDC 102 as well as for EDC 430/1. Before joining the faculty at URI, I was a doctoral student for six years at the University of Michigan, where I was also a research assistant and instructor. My research is on ways to sustain reform efforts such as the use of high-quality curriculum materials in challenging educational settings such as large urban districts. I my grad school years working closely with teachers in the Detroit Public Schools, mostly helping district teachers plan and conduct professional development workshops.
Before going to Michigan for grad school, I taught a variety of science courses in public high schools in Maryland. Originally a physics teacher, I moved from teaching just physics to the more applied courses because I wanted to teach physical principles to more students than just the "college track." In physics and technology education classes, I found that my students learned by doing projects such as designing and constructing electric race cars motivated a wide range of students.
In addition to my work, I have a wife and three children. My son, Anders, is junior this year here at URI. My oldest daughter "SA" is at Williston-Northampton in Massachusetts, and my youngest daughter is a student at West Kingston Elementary here in Kingston. All of my kids are active and athletic, so I spend a lot time chasing after them or watching their events.